Educating the transdisciplinary mind: curriculum design for a professional doctorate

Jolán Velencei, Zoltán Baracskai, Viktor Dörfler

Research output: Contribution to conferencePaper

Abstract

In our current curriculum design project we are building on many years of experience in designing curricula and starting new degree courses. We are particularly building on the methodological approach developed over the years, that can be summarised in the following five design concepts: the overall curriculum design process is ‘quasi-algorithmic’, the individual steps within the process are ‘quasi-heuristic’, the desired learning process is ‘quasi-incremental’, the outcome of this learning process is a ‘quasi-abductive’ big picture, and it is ‘quasi-validated’ in the context of a single problem area. Similarly to most of our recent endeavours, this professional doctoral school (PDS) will also be post-experiential. This time, however, we are working on a unique educational concept at doctoral level. We are pioneering a professional doctorate which concept is currently unknown in the context of the Hungarian higher education. Furthermore, our curriculum design is unique worldwide.
Original languageEnglish
Pages2769-2776
Number of pages8
Publication statusPublished - Jul 2015
EventEDULEARN 2015: 7th International Conference on Education and New Learning Technologies - Barcelona, Spain
Duration: 6 Jul 20158 Jul 2015
http://iated.org/edulearn/

Conference

ConferenceEDULEARN 2015: 7th International Conference on Education and New Learning Technologies
Abbreviated titleEDULEARN 2015
CountrySpain
CityBarcelona
Period6/07/158/07/15
Internet address

Keywords

  • transdisciplinarity
  • post-experiential education
  • professional doctorate
  • curriculum design
  • problem-based learning

Cite this